ERIC EJ1012829: Information Literacy and High School Seniors: Perceptions of the Research Process

2013·0.29 MB·English

by  ERIC

Volume 16, 2013 Approved December 19, 2012
ISSN: 2165-1019 www.ala.org/aasl/slr

Information Literacy and High School
Seniors: Perceptions of the Research Process

Cindy Kovalik, School of Lifespan Development and Educational Sciences, Kent State
University
Susan Yutzey, Director, Learning Center, Upper Arlington High School, Upper Arlington, Ohio
Laura Piazza, Librarian, Upper Arlington High School, Upper Arlington, Ohio
Correspondence concerning this manuscript should be addressed to Cindy Kovalik, Assistant
Professor, Kent State University, College of Education, Health, and Human Services, School of
Lifespan Development and Educational Sciences, 405 White Hall, Kent, OH 44240; Contact:
[email protected]; 330-672-6330.
Abstract
To better understand how high school students apply their information literacy skills when
conducting research and how these students carry out research projects, researchers asked a
group of 289 high school seniors to complete an information literacy survey related to the
research process. In addition, approximately ten percent of these students were randomly
selected and asked to participate in an interview to provide more in-depth information about
their perspectives on finding and using information. Results indicate the study participants were
able to use library resources to locate and use information, that they used a variety of resources,
and that they considered themselves successful library users. However, participants voiced a
need for help in deciding which resources are best to use and how to identify important
information from those resources. These high school seniors also wanted to learn more about
how to use books for research. Although these students indicated they may need assistance when
doing research, they rarely asked the school librarians for help. These findings are discussed in
the context of the role of school librarians.
Keywords: high school students; information literacy; research process; school librarians; student
perceptions.
Introduction

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With the continued emphasis on information literacy (IL), school librarians and other educators
face a daunting task in helping prepare students for higher education, careers, and lifelong
learning. As students graduate from high school, their perception of what information literacy
means and how one engages in finding and using information may be enhanced if it encompasses
more than the skills needed to use an online database or search the Web effectively. B. Jane
Scales and Elizabeth Lindsay suggested that educators and librarians need to affect “the way
students think about approaching and evaluating information sources” (2005, 521) in addition to
teaching information literacy skills and techniques. Carol Gordon stressed the need for those who
teach about research and information literacy to move beyond information literacy as “collecting
information and rearranging facts” (2002, 19) to include instructional strategies that help
students understand research from a conceptual perspective. David V. Loertscher (2009)
recommended librarians move beyond finding and locating materials and, instead, become active
in helping learners engage in higher-order thinking.
Although the role of a school librarian may be central to learning about information literacy, the
perception and attitudes of students toward librarians and libraries is also an important factor. To
better understand how high school students apply their information literacy skills when
conducting research and how these students carry out research projects, we asked a group of high
school seniors to complete an information literacy survey related to the research process. In
addition, approximately ten percent of these students were randomly selected and asked to
participate in an interview to provide more in-depth information about their perspectives on
information literacy
Literature Review
Information literacy is an important area of research because of the abundance of readily
available information that needs to be located, evaluated, and analyzed to be used effectively and
appropriately. Students at all levels of education need to possess information literacy skills;
however, for those students leaving high school, IL skills may be a critical component of their
education and one that may affect their success in higher education or the workplace (Burhanna
and Jensen 2006). Assumptions that the current generation of students is information savvy
because they are growing up with technology may lead some educators to think that students are
more knowledgeable about information literacy than they actually are (Allen 2007; Caspers and
Bernhisel 2005; Kolowich 2011). In one study, researchers found that college students tended to
perform simple searches when looking for resources and did little to evaluate those resources
(Asher and Duke 2012).
The realities of the twenty-first century underscore the importance of information literacy
because critically thinking adults need to effectively and efficiently deal with increasingly
disparate information in their work and personal lives (Vansickle 2002). Alison J. Head and
Michael B. Eisenberg (2009) reported that college students may experience information overload
when faced with the myriad resources available for research projects and that these students
tended to use resources with which they were familiar rather than seek the most appropriate
resource for a particular task. This finding is similar to what Michael K. O’Sullivan and Kim B.
Dallas (2010) found when investigating the research process of high school seniors and what
Andrew D. Asher and Lynda M. Duke (2012) found in their study of college students. Thus, we
can conclude with some certainty that students may be able to find information, but may not
possess adequate skills to determine whether they have found quality and relevant resources or to

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critically review that information so it can be used appropriately and effectively (Knight 2005;
Morrison 1997; Williams and Wavell 2007).
Carol C. Kuhlthau (2004; 2008) introduced consideration of affective qualities that are often part
of the research process and found that many students experience uncertainty, especially in the
early stages of research, and, thus, may find it difficult to clearly identify a specific focus for
their research endeavors. In a study of college students Asher and Duke (2012) found that
students may experience anxiety and confusion when looking for resources. Although students
may struggle with aspects of the research process, they typically do not seek help from a
librarian, instead relying on friends, their instructors, or their own self-instruction (Miller and
Murillo 2012; Robinson and Reid 2007; Vansickle 2002; Vondracek 2007). These findings of
student anxiety, emotional factors that influence seeking help, and reliance on peers, friends, and
family for help were further corroborated by Mary Pillai (2010) in her study of academic help
seeking.
In looking at teachers and how they understand information literacy, Elizabeth Probert (2009)
and Dorothy A. Williams and Caroline Wavell (2007) identified similar issues in their respective
studies. Teachers think of information literacy as a subject separate from the content they teach;
they find it difficult to know how to help students make meaning from the gathered information.
Recognizing the need for teachers to be knowledgeable and skilled in information literacy, Jia
Rong Wen and Wen Ling Shih (2008) identified competency standards in information literacy
for teachers and advocated ongoing training in IL skills. Wen and Shih also advocated for
schools to identify ways to assess how well teachers apply IL knowledge and skills in their
teaching. However, content teachers may not yet possess adequate IL knowledge and skills to
help students become skillful consumers and users of information.
School librarians may be in a unique position to not only be effective conduits to information,
but also to help students engage in critical thinking and careful analysis of that information.
However, school librarians can fulfill these roles only if students are aware that they may need
help in finding and using information and are willing to ask for help. One of the theoretical
premises from Heidi Julien and David Michels’s study of how people identify sources when they
need information help is that behavior related to finding and using information is subjective.
People attach meaning to the information they find based on their ability to understand and make
sense of that information as well as on the specific environment or situation they are in. In their
study Julien and Michels found that participants preferred face-to-face personal contact when
information was sought related to daily living questions and that print sources were most
frequently the first choice when questions were school related. In addition, participants in their
study indicated that as information seekers they often sought help with ill-defined issues and that
they valued a “comforting manner” (2000, 15). These authors suggested that affective
characteristics may have implications for information providers, such as librarians, who typically
concentrate on finding information that is easy to access and use and specific to a particular
request, without necessarily providing more personal interaction that helps define or clarify an
information request while also providing a supportive and respectful environment.
Margie Ruppel and Jody Condit Fagan reported that for over thirty years research related to user
perceptions of librarians and libraries consistently demonstrated that “patrons have often chosen
not to ask for help because they are or expect to be dissatisfied, embarrassed, or do not believe
librarians are ready or willing to help” (2002, 186). In a study related to student use of academic
help in a higher education institution, Pillai (2010) found that students tend to be anxious about
needing and asking for help and, thus, may not seek help even when it may be beneficial to their
academic success. She also found that students may not know how to go about the process of

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asking for help or where to find the help they need. In a longitudinal study on academic library
use by undergraduates, Ethelene Whitmire (2001) found that how students used their high school
library predicted their use of college library facilities. Therefore, better understanding how high
school seniors use libraries is important, because as Lynda M. Duke and Andrew D. Asher
pointed out, “Growing up with the Internet has, for many of our students, meant never having to
talk to a librarian” (2012, 167).
Information literacy is complex, and IL skills may best be developed over time, through
continued guidance and scaffolding (Chu, Tse, and Chow 2011). Therefore, it is important for
librarians and educators to better understand high school seniors’ perspectives of the research
process, how they seek help in finding information, and how these students apply their
information literacy skills. As seniors leave high school for higher education or the workplace, a
better understanding of the level of IL skills they possess and of how they have used library
resources may help students, school librarians, and other educators work collaboratively to build
an educated citizenry.
Research Questions
Three research questions framed this study to help the researchers identify how a particular
group of high school students perceived the research process:
1. What are high school seniors’ perceptions of the research process?
2. What are high school seniors’ perceptions of where they find information and who they
ask for help?
3. What are high school seniors’ perceptions of how they use library resources?
Methodology
The school librarians at a large upper-middle-class suburban high school located northwest of
Columbus, Ohio, and a university faculty member from a large midwestern university
collaborated on this research project. The university’s human subjects review board and the
school district’s administration approved the study. Participants in this research study were high
school seniors.
On a prearranged school day, the researchers visited each senior language arts class, and the
university faculty member explained the purpose of the study and what participation in the study
would entail. Following this overview, students were asked to sign a consent form if they were at
least eighteen years of age and willing to participate. Students who were under eighteen were
told they could participate in the study if they returned the consent form signed by their parent or
guardian.
Those students who signed the consent form were given a paper-based twenty-eight-item survey
and asked to complete it. The researchers decided to use a paper-based survey rather than a web-
based survey to increase the likelihood that students would complete the survey. The researchers
felt that if students were asked to visit a website to complete an online survey, many would opt
out of the process.
Participants took approximately fifteen minutes to complete the survey. The researchers
collected the surveys as students finished. The school librarians pulled surveys completed by

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students who were not yet eighteen and held those surveys separately until parent permission
forms were returned. A total of 289 usable surveys resulted.
After all language arts classes were visited, the researchers randomly selected approximately 10
percent of the surveys, representing 28 participants. The school librarians then contacted each
randomly selected student and asked him or her to participate in a one-on-one interview.
Nineteen students agreed to participate in an interview. Each student was scheduled for a 20-
minute interview on one of two days approximately one week following the administration of the
survey. On the first day of interviews, the university faculty member and a doctoral student
conducted the interviews. On the second day of interviews, the university faculty member
conducted the interviews. Questions for the interview were scripted; however, participants were
encouraged to provide additional information as the interview progressed. To provide a quiet and
private environment for the interviews, they were conducted in separate rooms within the school
library.
Participant responses were manually written on interview sheets. The researchers thought that
trying to type responses into a computer would detract from establishing rapport with each
participant and possibly restrict responses.
Survey and interview data were subsequently transferred into digital form for further analysis.
Descriptive statistics were tallied for survey data. Interview data were qualitatively analyzed to
identify common themes or patterns (Stake 1995).
Survey Instrument
The survey instrument (see appendix A) was based on Kuhlthau’s (2004) survey related to
student perception of the research process. Eight questions were added to more fully explore
student use of library resources. The resulting survey consisted of twenty-eight Likert-type scale
items with a score of 1 representing “Almost Never,” 2 “Seldom,” 3 “Sometimes,” 4 “Often,”
and 5 “Almost Always.”
Interview Questions
The interview protocol consisted of thirteen questions (see appendix B). The questions were
designed to gather information related to the research process and to help identify what high
school seniors had learned about the research process during high school.
Results
Introduction
Descriptive statistics were compiled for the survey questions. Items 1, 3, 4, 6, 7, 8, 10, 13, 14,
and 20 were related to the research process. Items 2, 5, 9, 11, 12, 15, 16, 17, 18, and 19 were
related to the role of mediators in the research process (Kuhlthau 2004). Items 21 through 28
were added to explore additional aspects of student use of library resources.
What Are High School Seniors’ Perceptions of the Research Process?

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Survey results indicated that over 60 percent of the students who participated in this study had a
clear focus about a topic before using the school library; 60.2 percent answered “Often” or
“Almost Always” for item 1 (“I have a clear focus for my topic before using the library”).
However, they also indicated that their thoughts about a topic change as they learn more about it;
63.5 percent answered “Often” or “Almost Always” for item 4 (“My thoughts about my topic
change as I explore information”).
A large majority indicated that they are able to better clarify the direction of their research as
they gather information; 82.1 percent answered “Often” or “Almost Always” for item 6 (“A
focus emerges as I gather information on a topic”). Students in this study also indicated that they
become more interested in a topic over time; 60.9 percent answered “Often” or “Almost Always”
for item 14 (“I become more interested in a topic as I gather information”).
Of the students surveyed, 41.6 percent indicated that they prefer to find all resources before
reading them; these students answered “Often” or “Almost Always” for item 3 (“I like to find
everything I will need first and then read it”). However, more than half (58.1 percent) answered
“Sometimes,” “Seldom,” or “Almost Never” for item 3, indicating that they do not use resources
in this way.
Only 10.8 percent of the students in this study indicated they find initial information confusing;
these students answered “Often” or “Almost Always” for item 7 (“The information that I find at
the beginning of a search is confusing and doesn’t fit in with what I know”). More (44.3 percent)
indicated they “Sometimes” find initial information confusing, and about the same number (44.9
percent) answered “Seldom” or “Almost Never” for item 7.
In response to item 8 (“I take detailed notes from every source of information I look at”), over
one-third of the students in this study (37.2 percent) indicated they “Sometimes” take notes from
all resources. “Often” or “Almost Always” was selected by 21.9 percent. The remaining students
(40.9 percent) answered “Seldom” or “Almost Never” for item 8.
In response to item 10 (“A search is completed when I no longer find new information”), 41.6
percent answered “Often” or “Almost Always,” and an almost equal number (37.1 percent)
indicated they “Sometimes” stop searching when they no longer find new information.
A high percentage of students in this study indicated they stop searching once they have enough
information; 77.5 percent answered “Often” or “Almost Always” for item 13 (“A search is
completed when I find enough information”).
Almost all students in this study indicated they need resources other than books for their research
activities; 87.5 percent answered “Often” or “Almost Always” for item 20 (“I need materials
other than books”).
Table 1 contains mean values, frequency percentages, and charts for survey items related to the
research process.

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Table 1. The research process (survey items 1, 3, 4, 6, 7, 8, 10, 13, 14, and 20).
Mean Almost Seldom Sometimes Often Almost Chart
Survey item (N=287) Never (1) (2) (3) (4) Always (5)

1. I have a clear 3.75 1.4% 5.5% 32.2% 37.4% 22.8% 100%
focus for my SD=.919 80%
60%
topic before
40%
using the library.
20%

0%
1 2 3 4 5

3. I like to find 3.30 4.8% 21.8% 31.5% 21.9% 19.7% 100%
everything I will SD=1.157 80%
60%
need first and
40%
then read it.
20%

0%
1 2 3 4 5

4. My thoughts 3.80 .7% 4.2% 31.3% 41.2% 22.3% 100%
about my topic SD=.855 80%
60%
change as I
40%
explore
20%
information.
0%
1 2 3 4 5

6. A focus 4.06 0% 2.4% 15.6% 56.1% 26.0% 100%
emerges as I SD=.715 80%
60%
gather
40%
information on a
20%
topic.
0%
1 2 3 4 5

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7. The 2.61 5.9% 39.0% 44.3% 9.4% 1.4% 100%
information that SD=.793 80%
60%
I find at the
40%
beginning of a
20%
search is
0%
confusing and 1 2 3 4 5

doesn’t fit in
with what I
know.

8. I take detailed 2.74 12.1% 28.8% 37.2% 16.3% 5.6% 100%
notes from every SD=1.048 80%
60%
source of
40%
information I
20%
look at.
0%
1 2 3 4 5

10. A search is 3.28 4.2% 17.1% 37.1% 29.7% 11.9% 100%
completed when SD=1.018 80%
60%
I no longer find
40%
new information.
20%

0%
1 2 3 4 5

13. A search is 4.01 1.4% 2.8% 18.3% 48.1% 29.4% 100%
completed when SD=.846 80%
I find enough 60%
40%
information.
20%

0%
1 2 3 4 5

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14. I become 3.69 2.4% 5.2% 31.5% 43.3% 17.6% 100%
more interested SD=.906 80%
in a topic as I 60%
gather 40%
20%
information.
0%

1 2 3 4 5

20. I need 4.40 .7% 2.4% 9.4% 31.6% 55.9% 100%
materials other SD=.811 80%
60%
than books.
40%
20%
0%
1 2 3 4 5

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What Are High School Seniors’ Perceptions of Where They Find Information
and Who They Ask for Help?
Over half the students in this study indicated that the school library has the information they need
for research projects: 52.6 percent answered “Often” or “Almost Always” for item 5 (“The
library has the information I need”). However, only about one-third (36.7 percent) of the students
answered “Often” or “Almost Always” in response to “All the sources of information I need are
found in the online catalog” (item 11).
Over half of these students indicated they do not make multiple trips to the library when they
have a research project; 52.6 percent answered “Almost Never” or “Seldom” for item 16 (“I
make several trips to the library to research a topic”). A much smaller number indicated they do
make multiple trips; 18.4 percent answered “Often” or “Almost Always” for item 16.
In response to item 15 (“The information I need is in unexpected places in the library”), 47.2
percent answered “Sometimes.” An almost equal number indicated information is where they
expect; 43.7 percent answered “Almost Never” or “Seldom” for item 15.
A large number of students in this study find it helpful to talk to others about their research
topics; 75 percent answered “Often” or “Almost Always” for item 2 (“I find it helpful to talk
with others about my topic”), with only 6.3 percent not finding it helpful, answering “Almost
Never” or “Seldom” for this item. The majority of students in this study, 40.8 percent, indicated
they “Sometimes” talk to people who know about their topics (item 12). For this same statement
(“I talk to people who know about my topic”), “Often” was selected by 28.4 percent; “Always”
was selected by 8.0 percent.
However, these students tend not to ask the school librarian for advice on research topics; 49.1
percent answered “Almost Never” or “Seldom,” and 28.9 percent answered “Sometimes” for
item 18 (“I ask the librarian for advice when exploring a topic”). Also, students do not ask for
help in locating materials in the library; 47 percent answered “Almost Never” or “Seldom,” and
31.4 percent answered “Sometimes” for item 9 (“I ask the librarian for direction in locating
materials in the library”).
Similarly, many participants (47.3 percent) are unlikely to ask for help in identifying resources to
use; they answered “Almost Never” or “Seldom” in response to item 19. In response to this item
(“I ask the librarian for assistance in identifying materials”), 31.6 percent answered
“Sometimes.”
Approximately one-third of students (33.8 percent) indicated they were only “Sometimes”
successful in using the library (item 17). In response to this item (“I am successful in using the
library”), close to twenty percent indicated they were “Seldom” (13.9 percent) or “Almost
Never” (5.6 percent) successful. Students reporting they were “Often” or “Almost Often”
successful totaled 46.7 percent.
Table 2 contains mean values, frequency percentages, and charts for survey items related to the
use of mediators, including people and physical libraries.

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